Improving G11–12 Students' Writing Skills through Free-Writing

Abstract

This study investigated the effects of the free-writing method on the writing skills of grade 11 and 12 students in a private school in the Philippines. It also aimed to explore the students' feedback on the method's usefulness, effectiveness, and feasibility. The study used a mixed-methods design, involving a pre-test and post-test experimental group and a control group, as well as a survey to gather students' feedback on the method. The results showed that the experimental group, which used the free-writing method, had significantly better writing skills than the control group. Moreover, the students generally had a positive attitude towards the method and believed that it was useful, effective, and feasible to use in the classroom. The study suggests that the free-writing method could be an effective tool for improving the writing skills of high school students and could be a valuable addition to the classroom. Teachers should provide more information about the method's benefits to students and be aware of their reservations about its feasibility. However, as this study focused on a specific population, further research is needed to validate these findings in other